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An exploration into the collaborative experiences of L2 pre-service teachers in online practicum
Pre-service teachers acquire authentic classroom experience through School Experience and Teaching Practicum courses in the final year of their undergraduate education. In this learning to teach process, prospective teachers are in constant collaboration with university-based supervisors, school-based cooperating teachers, peer student teachers and learners. However, studies on the contributions of these stakeholders to collaboration from the perspectives of student teachers themselves are rare in the literature. To address this gap, this study describes collaborative experiences of prospective English language teachers with other stakeholders during their practicum. Data depicting the collaborative nature of an online practicum taking place during Covid-19 pandemic were collected through semi-structured interviews and open-ended questionnaires. Five student teachers supervised by the same faculty member participated in the study, representing various cases across primary, secondary, and high school levels, and in the form of solo or paired placement. Qualitative analysis uncovered the dynamics of collaborative experiences of student teachers. Although the field experience was based on the triangular teacher training model suggested by the Faculty-School Partnership Protocol, the model was reported to be not realised and student teachers showed different patterns of collaboration to compensate for the missing participant(s). This dissertation highlights collaborative facets of student teachers' practicum experiences and underscores the impact of interactive online practicum engagement on field experience quality. It emphasizes the role of clear policies in fostering effective collaboration, enhancing the practicum, and elevating teacher education quality.
An investigation into how and to what extend an english coursebook can be user friendly for efl students and teachers at the tertiary level
The coursebooks that we use in our classrooms have an important role in EFL (English as a Foreign Language) teaching. Although there is no doubt that they are important, there are some disagreements on the extent that a coursebook is effective for a certain teaching aim and for a certain group of students. These disagreements may be on different points such as effectiveness of the subject matter, coursebook design or usefulness of the activities. Taking all these into consideration coursebooks need to be evaluated before, during or after each teaching program and then necessary modifications according to these evaluations should be done. The most valuable feedback about a certain coursebook comes from the users who are teachers and the students. Thus, we need to get feedback from teachers and students to have more effective teaching materials in our classroom. The focus of this study is to identify to what extent is the present coursebook "Success" is user friendly according to the teachers' and students' perceptions at Istanbul University, Foreign Language School who use it. In this study, two different questionnaires were administered- one for teachers and one for the students. In the data gathering process, a group of 100 students and 50 EFL teachers took part in the research and different questionnaires were given to each group. The data obtained were analyzed with the SPSS program- statistical program for social sciences, and the results were discussed respectively. Keywords: Coursebook, Evaluation, User Friendly
An investigation of the specific English language needs of Turkish national athletes
The present research is to evaluate the specific English language needs of Turkish national athletes training for the Olympics and voluntarily enrolling in a Sports English course funded by the government and a private association. To examine this goal, a qualitative case study using a descriptive research technique was performed. As a result, three distinct groups of participants were interviewed: six Turkish national athletes, four coaches, and five English instructors. Volunteers were asked semi- structured interview questions on the English language needs of Turkish national athletes. On the basis of the replies from all three participant groups, special English language needs of Turkish national athletes have been determined. Course designers and material designers, as well as English language teachers and ELT professionals would benefit from this research in terms of designing a Sports English course to support Turkish national athletes in enhancing their English language skills. According to the study's findings, the two language abilities required for Turkish national athletes are listening and speaking. Furthermore, Turkish national athletes struggle the most with listening and speaking skills. "Saving time to do more training," "representing their country in the Olympics," and "playing in a foreign country and communicating with other coaches" are the top three reasons for Turkish national athletes to learn English.
How do the factors of testing, in-class discussion, and extra-mural reading affect L2 reading motivation levels of Turkish university students?
Reading is an important part of learning any new language and thus, being motivated to read in a new language is also an important factor in that process. In this study, two extrinsic motivating factors, the effect of testing and in-class discussion, were examined to see their effect on English reading motivation levels in Turkish university students. Also, intrinsic motivation was examined as the study sought to examine what sources students are reading in English outside of class, why they go to those particular sites, and how often they go to them. 100 students from a university in Turkey's English Preparatory program submitted the questionnaire that was made for this study. Data was then collected from these results. These students were at B1 English level or above at the time of the study, based on the Common European Framework (CEFR). L2 reading motivation research is still limited in Turkey, and the research varies on how motivated students are to read in English outside of class. Since reading motivation is an important part of the L2 reading and learning process, this study sought to evaluate the data on particular motivational constructs. It was found that testing and in-class discussion based on outside reading were motivating factors for the majority of students, but they were not often the sole base of that motivation. In examining the sources students were reading outside of class for non-academic reasons, those cited by the majority of students were books, articles and essays, and entertainment resources. News and magazines, language learning specific, and video content websites were those online resources that students reported they practiced reading in English the most. Entertainment, news and magazine, and interestspecific websites were those most cited by students as the ones they use the most to read in English for enjoyment. The study also found that the highest intrinsic motivational factors that motivated students to use the websites they listed were: interest and curiosity, self-development, learning news and vocabulary, providing fun and enjoyment and providing information on topics of interest. Other intrinsic factors and sources were noted by participants to a lesser degree. The findings of this study revealed that testing and in-class discussion do affect levels of motivation to read outside of class, but they are not the only motivation for students. Students can still be positively motivated to read outside of class without these variables. Moreover, given what sources the students noted they use, how often they use them, and why they use them, two conclusions may be made. One, teachers and curriculum developers can be encouraged that test and in-class discussions do positively motivate students to read in English outside of class, but they do not have to depend on these solely to motivate their students to do outside reading. Finally, teachers and curriculum development members should use the resources, websites, and reasons for motivation to read found in this study to continue to develop higher quality, and more interesting reading materials for students, that they may be more motivated to read in English outside of class. Keywords: L2 reading motivation, testing, in-class discussion, extrinsic and intrinsic reading motivation, extra-mural reading, L2 reading frequency
The barriers to language learners' engagement with teachers' written feedback
This current qualitative research study aimed to find out students' views about feedback, the barriers to their engagement with teachers' written feedback and the suggestions to overcome them. A basic qualitative research design was adopted to address the study questions. Twelve students from different levels studying at a private university in Ankara, Türkiye, participated in the data collection process based on purposive sampling. The data was collected through semi-structured interviews and recorded in audio format. Afterwards, it was transcribed and analyzed using MAXQDA 2020. An inductive content analysis was used to develop codes and themes that would address the research questions. The results showed that learners have different views about feedback regarding effective feedback, the barriers to feedback and suggestions such as detailed and clear feedback to overcome them. This study presents recommendations for future research on feedback literacy. Keywords: feedback, feedback literacy, qualitative research, EFL
A case study of the professional development needs of the English for specific purposes instructors
The aim of this case study was to explore the professional development needs of English for Specific Purposes (ESP) instructors teaching military English at a state university in Türkiye. The study investigated the professional support systems that were available to the ESP instructors in their workplace as well as the challenges they had while teaching ESP. Participants of the study were 29 instructors offering ESP courses to undergraduate students. Data came from a 30-item questionnaire and semi-structured interviews. Descriptive statistics were calculated using SPSS and thematic analysis was done to analyze the interview data. Findings from the questionnaire revealed ESP instructors thought they were professionally competent in terms of academic practice, ESP students, ESP curriculum development, program implementation, and assessment. However, analysis of interviews suggested they faced substantial challenges in performing their duties as ESP instructors, in terms of preparing for lessons, adding to the knowledge of ESP students, and developing ESP materials. Lastly, in addition to the ESP students and their colleagues with whom they were collaborating, their own efforts were ESP instructors' primary professional support resource.
Investigating the opinions of pre-service and in-service English language teachers on inclusive education
Inclusive education (IE) is the only way to educate all students. Inclusion in all educational institutions is necessary for equality in education. Teachers, students, parents, and schools must be informed and willing to adopt IE. Policies and laws should also encourage shareholders and provide means and resources for inclusive education. Finally, as ELT involves unique strategies, resources, and tools for students with special needs, in-service and pre-service instructors' attitudes, beliefs, and expertise are crucial for inclusive education in EFL classrooms. This study examined EFL pre-service and in-service teachers' views on IE. A mixed-methods research design was utilized to perceive the perspectives of pre-service and in-service teachers on IE. Following the collection of responses from 44 participants using a 3-Likert scale questionnaire, 10 volunteers were interviewed using a semi-structured format to elicit participants' detailed perspectives. By integrating qualitative and quantitative research, the researcher aimed to gather information that would supplement the statistical data with real-world examples. The results indicated that pre-service and in-service instructors generally support IE, although some opposed including special needs pupils. Unlike pre-service teachers, some in-service instructors were hesitant to have students with special needs in their classrooms due to unfavorable attitudes and poor support from parents and management. Most participants supported inclusive education but stressed the need for faculty, administrative, and policy support, training, and instruction. This study showed that while pre-service and in-service instructors are supported in education and experience, other stakeholders should be educated and provided with policies, physical circumstances, and equipment for a better and more equitable education.
Improving phonological awareness through children's stories in a Turkish school
The present study was carried out to examine the changes in phonological awareness skills among Turkish-speaking 1st and 2nd grade EFL learners following a children's literature-based intervention program. The study adopted a pre-posttest quasi experimental study design to examine the efficacy of the phonological awareness instruction. A total of 145 Turkish 1st and 2nd grade English language learners at a private school participated in the study. The phonological awareness skills of the learners were evaluated through phonological awareness and skills test based on 14 different aspects of phonological awareness before and after the intervention program. Students received phonological awareness instruction twice a week for 40 minutes lessons for two months based on a phonological awareness curriculum. The study results showed that both 1st and 2nd grade EFL learners improved their EFL phonological awareness skills following the intervention. It was also found that 1stgraders showed more progress than the 2ndgraders. Finally, students across grade levels the highest achievement was in rhyme production. The results granted promising instructional implications for future uses for the phonics-based story books to improve English phonological awareness of young language learners.
EFL writers' autonomous engagement with and their perceptions of automated writing evaluation feedback from Grammarly in L2 writing process
Learner autonomy has garnered growing attention in language learning in recent years. In this respect, technologies might provide unprecedented opportunities for the development of learner autonomy. One of these technological tools language learners can use autonomously to receive assistance in their second language (L2) writing is Automated Writing Evaluation (AWE) tools. The use of AWE tools in L2 writing has been researched in recent years especially to explore the effectiveness of AWE feedback on L2 student writing (Geng & Razali, 2022 ; Li, Link, and Hegelheimer, 2015) and the accuracy or the quality of the feedback given by popular AWE tools (i.e., Ranalli, Link, & Chukharev-Hudilainen, 2017). However, in understanding the role of AWE on L2 writing development, students' engagement with AWE tool autonomously and their perceptions on their individual use of the tool are vital (Zhang, 2020) since students' perceptions significantly affect their learning process. Despite the existence of studies showing the efficacy of AWE tools, very few qualitative studies (Koltovskaia, 2020; Zhang, 2017, 2020) have been conducted closely examining L2 writers' experiences with AWE tools. Considering student experiences and perceptions are both important indicators of AWE efficacy (Wilson, 2017; Zhang, 2020), in this qualitative case study, writing processes of L2 learners were examined with the support of an AWE tool (Grammarly) in a 14-week long course offered in an intensive English program. It was aimed to explore how these writers receive feedback from the AWE tool once they use it autonomously and what these students' experiences with and perceptions of the AWE system and processes are. The participants were Intermediate level students who were studying English in the Preparatory Programme of a foundation university in Turkey, which adopts English as the medium of instruction. The data was collected through student interviews and their written drafts produced with feedback they received from Grammarly. The findings showed that the participants engaged cognitively with the AWE feedback, which was evident in how they processed the feedback. The participants developed a new awareness through monitoring their own L2 writing progress, and this impacted their decision making process as a result. Besides, the findings revealed the participants' affective engagement with AWE feedback, as well. The participants adopted both positive and negative attitudes toward AWE feedback. They were found to be content with the efficiency of instant AWE feedback on their L2 writing improvement, be more motivated to write in L2 and become more autonomous learners. However, they expressed their disappointment in the deficiency of AWE feedback on other aspects of writing such as coherence and cohesion.
The impact of Computer-Assisted Language Learning (CALL) applications on foreign language learners' vocabulary use and their learner autonomy levels and attitudes
The rapid advancements in Computer-Assisted Language Learning (CALL) applications used for vocabulary study, and the notion of Learner Autonomy (LA) that subsequently gained enormous momentum have made it fundamentally important to examine the intricate relationship between vocabulary acquisition, technology and learner autonomy. Hence, the present study aimed at investigating the impact of English as a Foreign Language (EFL) students' autonomous use of CALL applications on their vocabulary use as well as their levels of and attitudes towards LA in the context of a Turkish private university. For 11 weeks, the experimental group made use of CALL-based vocabulary revision materials while those in the control group received traditional, paper-based ones. The data obtained via the participants': 1) Pre-tests, 2) Post-tests, and 3) Written tasks was analysed quantitatively via a series of parametric and non-parametric tests. The analyses of the participants' six written tasks revealed that while the autonomous use of CALL for vocabulary revision did not have a significant impact on participants' vocabulary use in the short term, a significant difference was observed in their long term vocabulary use. Similarly, CALL-users were found to experience a gradual increase in their use of the target vocabulary items from the first task to the final one. Furthermore, while both methods of study were found to be beneficial for vocabulary recall, the CALL-users achieved a significantly higher level of vocabulary retention than the control group. Finally, comparisons between the two groups' Pre- and Post- tests revealed no significant difference in terms of the participants' levels of or attitudes towards learner autonomy.
Effects of covid-19: Investigating english instructors' perspectives towards written feedback in emergency remote teaching
The written feedback provided by instructors significantly influences the learning and academic progress of students in an English as a foreign language classroom. It is highly appreciated by both students and instructors as it enables them to recognize and address the strengths and weaknesses that need to be addressed in the classroom setting. The study focuses on 11 full-time English instructors affiliated with a private university in Ankara, seeking to illuminate the challenges and adaptations faced by educators within the context of written feedback during COVID-19 crisis. The study employs a qualitative approach, utilizing semi-structured interviews as the primary method of data collection. The interviews were audio-recorded, transcribed and analyzed using the MAXQDA software. Thematic analysis was applied to derive patterns and insights from the instructors' narratives, in order to address the research questions that guide the study. The results of this study showed that both written feedback practices and English instructors attitudes towards written feedback were affected by the transition to emergency remote teaching in varying degrees. First, there was a change in the medium which resulted in a direct transfer of written feedback practices from analog to digital. This transition to digital feedback caused a change in the feedback provided, which came with certain advantages (flexibility of tools, flexibility in time, increased collaboration and engagement, ease of use, and storage,) as well as some limitations (one-way communication, low readiness, technical limitations, and pedagogical support). In addition, instructors attributed certain qualities (enabling better connection with students, permanence, understandability, clarity, etc.) to written feedback. Instructors also required developmental sessions on written feedback that are systematic, technology integrated and practice-based.
Higher education content lecturers' attitudes towards English medium instruction (EMI), their challenges and coping strategies in EMI classes
The adoption of English-medium instruction (EMI) at higher education institutions (HEIs) has become a growing phenomenon globally as a strategic response to the internationalization of HEIs, especially in non-Anglophone countries including Turkey. As the key stakeholder in EMI practices, content lecturers play a pivotal role in the effective implementation of EMI. Research on content lecturers' attitudes towards EMI has revealed inconclusive and conflicting results. Scant studies have examined challenges encountered by EMI content lecturers and their coping strategies. Considering the gap in the literature, the present study aimed to investigate content lecturers' perceptions of EMI, their challenges and coping strategies across 8 universities in Turkey, employing a mixed methods design. Quantitative data collected from an online questionnaire were analyzed using descriptive statistics and one-way ANOVA. Qualitative data gathered through semi-structured interviews were analyzed through thematic analysis. The findings revealed the participants were mostly supportive of EMI due to its potential benefits, but they expressed some concerns. Students' low English proficiency, low level of learner engagement and assessment-related challenges were found as the major challenges. The coping strategies included simplification, L1 use, providing additional support and integration of fun elements into course plans. No significant difference between the perceptions, challenges and strategies was identified across disciplines. The findings suggest implications for content lecturers, higher education administration and EMI policy makers about prep year language education, the extent of L1 use in EMI classes, and translanguaging implementations.
Developing awareness of sustainable cities and communities (SDG11) in english courses through creative methodology
The aim of this action research is to incorporate the topics related to SDG 11- Sustainable Cities and Communities into English language courses using creative methodology. More specifically, the study has proposed three lesson plans that addressed the issues of walkability, liveability, and manageability in large cities for the high school English curriculum in Türkiye. Participants of the study were eleven 11th grade students and an English language teacher. Data came from lesson evaluation forms and focus group interviews. Thematic analysis was conducted to analyse the interview data. Findings revealed that the participants developed awareness of sustainable urban living, especially of earthquakes and local community issues such as unsafe walking paths, environmental cleanliness and safe infrastructure. Creative teaching approaches such as poetry and drama engaged students more to the topic and the lessons and helped them look at the glocal issues from different angles. Lastly, the courses contributed to students' vocabulary expansion and communication skills.
Exploring implementations of active learning strategies in an English preparatory school: A qualitative case study at a Turkish foundation university
This research study explored the implementation of active learning strategies in an English preparatory school in Ankara, Turkiye. Conducted in alignment with the qualitative case study design, this study aimed to shed light on the active learning strategies embedded in the preparatory school educational materials such as curriculum guides, coursebooks, and supplementary materials. Furthermore, in the context of the English Language School of this foundation university, the active learning strategies employed by the teachers in EFL classrooms, perceptions of 8 English instructors and one level head towards active learning strategies were investigated. The data collection methods included semi-structured interviews with the English instructors and the level head as well as document analysis of both electronic and printed educational materials. Findings of the study showed that collaborative learning was a prevalent approach practiced in the form of pair work and group work techniques which showed coherence across the educational materials, the English instructors' perspectives and the level head's perspective. The main drawbacks of active learning included time constraints, the loaded curriculum, and concerns about fossilized errors. Finally, the prioritization of certain techniques over others showed alignment with the mission statement of the selected English preparatory school. Pedagogical implications and suggestions for further research were also added at the end of this study.
The perspectives of EFL instructors on the use of drama in class
Drama has emerged as a valuable pedagogical tool in English as a Foreign Language (EFL) education, offering significant benefits such as promoting authentic language use, enhancing student engagement, and reducing language anxiety through context-rich, interactive activities. These methods provide learners with opportunities for spontaneous language production and immersive practice, fostering both linguistic competence and confidence. This study aimed to explore EFL instructors' perspectives on the use of drama in language education, focusing on the challenges they encounter in applying drama-based pedagogies and the practical strategies they propose for more effective integration. The research was conducted through semi-structured interviews with twelve instructors from a tertiary-level English preparatory program in Turkey. Data were collected using open-ended interview questions designed to capture instructors' beliefs, experiences, and perceptions of drama as a teaching method. To enhance the credibility and transparency of the analysis, the MAXQDA 2020 software was utilized for coding and organizing data, facilitating efficient data management and visualization of emerging thematic relationships. Thematic analysis identified key themes, including the benefits of drama in promoting authentic language use, fostering creativity, and creating supportive, low-risk environments for communication. However, participants also identified significant barriers, including institutional constraints, time limitations, and the need for professional training. To address these challenges, instructors emphasized the importance of structured professional development, flexible curricula, and supportive institutional policies that recognize the educational value of drama. These findings contribute to a more comprehensive understanding of the role of drama in EFL contexts, supporting the development of more dynamic, student-centered language instruction. Keywords: Drama-based pedagogy, EFL instruction, teacher perspectives, language learning, educational innovation.
Responding to proposals in video-mediated virtual exchange interactions: A conversation analytic study
Virtual Exchange (VE) has become a mainstream practice in language teacher education due to the unique opportunities it provides. Within VE projects in language teacher education, designing tasks is one of the primary activities through which collaboration and learning are organized, planned, and refined in an international setting. This collaboration during task (re)design conversations involves making and responding to the proposals, through which the outcome of task (re)design is shaped. Yet how these sequences unfold among pre-service teachers (PSTs) during task (re)design conversations in VE remains underexplored. This study investigates how PSTs use proposals as interactional resources when reaching a joint decision, and what resources they employ while accepting, modifying, or rejecting task (re)design ideas during video-mediated VE interactions. Drawing on 45 hours of screen-recorded, transnational meetings from a VE project between Türkiye and Canada, the study employs multimodal conversation analysis to examine proposal sequences from an emic perspective. The findings reveal an overwhelming prevalence of direct agreement to proposals, while also including instances of conditional agreement, where PSTs asserted a condition to accept the proposals, and alternative joint action proposals, where PSTs constructively built upon or refined ideas. Conversely, direct disagreement was notably rare. It was also found that PSTs mostly used modal declaratives (e.g., "we could…," "maybe we can…") to formulate proposals. PSTs employ various resources to maintain a collaborative environment and achieve consensus, building on each other's proposals and avoiding direct conflict. These findings indicate that proposals serve as critical interactional resources for joint pedagogical decision-making, thus influencing task (re)design within VE projects.
The participatory role of cooperating teachers during practicum teaching in pre-school l2 classrooms
There has been a growing body of research that investigates L2 classroom interaction with micro analytic approach. However, few studies addressed the pre-school L2 interaction from micro analytic perspective. Besides, there is a need for further research on pre-service teachers' practicum teaching experiences, their use of interactional practices and the role of cooperating teachers. In this sense, this study aims to unearth the interactional domain of common involvement by cooperating teachers during L2 teaching led by pre-service teachers. Data of the study come from the video recordings of actual teaching practices conducted by 50 PSTs. Each pre-service teacher presented lessons of 20 minutes while cooperating teacher was present in pre-school L2 classrooms. Conversation analysis was employed with a focus on multimodal aspects of interaction. The findings of this study show that cooperating teachers initiate non-assigned self-selective turns in order to maintain classroom order, ensure student involvement, give instructions to students, respond to PST turns on behalf of students and give suggestions to the PST. Cooperating teachers also utilize a number of interactional resources oriented to the students such as using address terms (as a verbal alert to the student), hushing and physical contact with the students. This study also presents the overall picture of interactional organization of the participatory role of cooperating teachers during practicum teaching in pre-school L2 classrooms. The findings of the study have implications for teacher training and education and L2 classroom discourse.
A comparison of analytical and impression grading methods of student writings at pre-intermediate level
The present study was designed to investigate the effects of two scoring methods, namely analytical and impression, on the scores of the written outputs of students, then determine whether the use of analytical or impression method would result in an increase in students' scores and motivations. The study was carried out in the fall semester of 2018-2019 academic year with two B1 classes in preparatory program at a state university. Forty-three participants took part in the study; one of the groups including twenty-one students; the other including twenty-two students. Moreover, the researcher was the instructor and the rater of the writing tasks. The study completed in four weeks, and during these weeks eight writing tasks were done and scored. One of the groups was assessed by impression method while the other group was assessed analytically with a rubric. In addition, interviews with participants were conducted to obtain qualitative data. Quantitative data were analyzed by T-Test and One-Way ANOVA through SPSS 21.0, and the qualitative data were interpreted on. The quantitative data indicated both groups had almost similar scores from each task. The results from the analyses demonstrated method of assessment had no significant effect on the scores. Moreover, all students remarked they were pleased with the type of assessment and found them motivating. However, students from the impression group stated they would have preferred a method they could reflect on their performance. This shows the features of analytical evaluation is more preferable for students and instructional purposes.
Turkish adult EFL learners' motivation, participation and performance in Collaborative Strategic Reading classes
The present study aims to explore the effectiveness of Collaborative Strategic Reading (CSR) on Turkish university prep-school students' reading motivation, engagement, and performance. The study was conducted in the 2017-2018 academic year with 39 prep-class B1 level students, who had eight hours of reading classes every week at Yalova University School of Foreign Languages. The participants were allocated to experimental and control groups. The learners in the experimental group had reading classes with CSR for seven weeks while the learners in the control group received no CSR treatment, yet reading instruction was given with the traditional whole class approach. This study adopted a quasi-experimental design, and multiple types of data were gathered through the instruments comprising pre and post reading tests, the Motivation for Reading Questionnaire (MRQ), participation rubrics, self-assessment rubrics, and CSR implementation questionnaire. The statistical results obtained from paired sampled t-test analysis demonstrated that CSR significantly affects the development of motivation towards reading. The pre-test - post-test comparison was also statistically significant in overall reading performance and summary skills. Furthermore, the findings revealed that students' participation significantly differed among groups in six weeks out of seven weeks. According to CSR questionnaire results, the students found CSR more effective on reading comprehension than the traditional approach. Overall, the results verify the assumption that CSR implementation in university-level language classes is worthwhile to cultivate students' motivation, engagement, and performance.
Refusing invitations via email: strategy use in Turkish and American-English refusals
The aim of this study is to analyze the similarities and differences between Turkishand American English in the speech acts of refusal via email. It aims to uncoverTurkish and American English refusal strategies employed in emails sent to refuseinvitations, and examine whether social distance between the interlocutors has animpact on strategy use by Turkish L1 speakers (TSs) and American English L1speakers (AESs). It further investigates the content of refusals and the effect of datacollection method on strategy use. To this end, the data have been collected throughnatural emails and discourse completion tasks (DCT) from TSs and AESs. Eachrefusal in the data has been coded and counted. The data have been analyzed tocompare the frequencies of refusal strategies, the effect of social distance on strategyuse across groups, the content of refusals, and the effect of the data collectionmethod. PASW has been used to run descriptive statistics and repeated measures ofANOVA.The results show more similarities than differences in strategy use in Turkishand American English refusal emails. Thus, pragmatic failure might be unlikely forAmerican learners of Turkish and Turkish learners of American English. However,the findings also reveal that there are differences that are language-specific andculturally-shaped. The findings also suggest that natural emails tend to be moreelaborated in that they have more strategies, thus DCTs may not thoroughly reflectthe language in use and should be complemented with methods.
Interrelationships among L2 linguistic knowledge, working memory functions, and L2 reading
The purpose of the study is to investigate the relationships between processing/storage functions of working memory (WM) and explicit/implicit second language (L2) knowledge as well as the contributions of these variables to L2 reading comprehension. Participants were 84 moderately proficient late adult learners of English. WM capacity was measured through reading span tasks administered in L1 and L2 and an operation span task. An untimed grammaticality judgment test (GJT) and a metalinguistic knowledge test were administered to measure explicit linguistic knowledge in the L2 while a timed GJT and an elicited oral imitation test were used to measure implicit linguistic knowledge. Reading comprehension scores were obtained from a retired paper-based TOEFL. Results suggest that WM's storage function is language independent and it is not affected by the type of secondary task employed. The findings also suggest that WM's processing function is not task-dependent. Furthermore, results corroborate previous studies arguing against a trade-off between the processing and storage functions of WM. Based on the findings regarding the relationship between linguistic knowledge and WM capacity, it can be argued that the type of knowledge assessed by the so called implicit knowledge tests could actually be automatized explicit linguistic knowledge resulting from large amounts of practice in late adults learners of advanced proficiency in an instructional context. This automatized and primarily explicit L2 linguistic knowledge and WM's processing function are the best predictors of L2 reading comprehension, demonstrating the dominant role of automatized knowledge in efficient L2 reading comprehension for instructed L2 learners.
The use of blog activities to promote reflection in an ELT practicum
The current study aimed to promote reflection on teaching practice among eighteen pre-service English language teachers at a public university in Turkey via integration of reflective blog activities into a practicum. Data were collected through archival documents of participants' blog entries, two focus group interviews and two surveys. The framework analysis to detect the depth of reflection in a total of 457 blog entries of the participants revealed evidence of medium or high level reflection in most (61% ) of the entries and the highest level of reflection was found in 12% of the entries. The results indicated that the blog activities guided and systematically promoted reflectivity among pre-service teachers and thus might have created for them an opportunity to engage in deeper levels of reflection. Among the types of blog activities, journal writing and self-evaluation activities yielded higher reflection levels. Exchanging online peer feedback, sharing practice teaching experiences, having a larger audience, as well as the blended design of the course and efficiency of blogs were cited in the interviews and surveys as the features related to blogs which might have influenced the extent of reflection demonstrated by the participants. In English language teacher training, this study could provide an example for the utilization of blog activities as an alternative method to enhance reflection by pre-service teachers in a context where English is used as a foreign language.
Comparing L2 learners' strategy use in literal vs. inferential reading: A Cognitive validity study through eye - tracking
In language testing, a test's cognitive validity is assessed in terms of the match between cognitive processes elicited from a reader and the processes which a test taker would use in non-test conditions. A reading test should require readers to go through levels of comprehension for enhanced cognitive validity. Herein, the importance of careful examination of the cognitive processes of readers taking a reading test should be examined closely. As such, this study was motivated by the need to determine if eye movements could provide valuable information about test takers' cognitive processes as they answer literal and inferential questions in a standardized reading test. To this end, the participants' eye movements in interest areas were analyzed in detail using eye-tracking methodology considering its precedence over other techniques. Results of the study displayed that eye movements of competent and experienced readers do not differ showing they go through similar cognitive processes. Also, it was seen that there is a significant difference in the eye movements in certain interest areas but not in others while answering literal vs. inferential questions depending on going through levels of comprehension and using variety of reading strategies, substantiating the cognitive validity of the test. This study is important in terms of its exploratory findings and methodology as only a few studies in educational research examine cognitive processing and validity in second language through eye-tracking.
Dynamic interaction of factors influencing university students' academic writing practices in English: A Case study in Turkey
The study investigates dynamic interaction of educational and contextual factors influencing university students' academic writing practices in English. The main participants of the study are twelve-freshman year and seven senior year students studying English major at a foundation university in Turkey. Qualitative research design and data collection methodologies were employed for the purposes of the study. The main data of the study is obtained from multiple sources: (1) background questionnaire, (2) semi-structured interviews, (3) elicited narratives and stimulated recall interviews, and (4) document analysis. The secondary participants of the study are three English language teachers and six faculty members from the context of the study. Four semi-structured interviews and one focus group interview were conducted with the teacher participants. To draw a more comprehensive picture of the writing situation, the main findings of the study were cross-analyzed with the results obtained from the interviews conducted with teacher participants. The findings suggest that university students' academic writing practices are influenced by array of multiple interrelating factors: (1) past L1 and L2 writing knowledge and experience, (2) teachers' attitudes toward writing, (3) students' perceptions about academic writing and disciplinary-specific text genres, (4) prolonged engagement with the academic context and discourse, and (5) expectations of faculty members. The insights gained from the study have important implications for the writing situation in Turkey and for similar cases in other EFL contexts.
Development of a speaking test for second language learners of Turkish
This study reports the findings of an initial investigation into a speaking test for learners of Turkish as a second language (L2) that is in the development process. The test aims at assessing the speaking proficiency levels of incoming exchange and Erasmus students at Boğaziçi University. For this purpose, six tasks were developed based on the Common European Framework of Reference for Languages (Council of Europe, 2001) level descriptors. These tasks were administered to a 24-person sample of L2 learners of Turkish enrolled in intermediate and advanced level Turkish language classes at Boğaziçi University. The study focused on the cognitive demands, contextual features, and "scoring validity" (Weir, 2005) of the tasks. The cognitive task demands were analyzed based on Field's (2011) cognitive processing framework for speaking, which is based on the Levelt (1989) model of speech production. The discussion of contextual task characteristics was built upon the aspects of context validity outlined by Weir (2005). Generalizability theory analyses were conducted to investigate the dependability of the scores and to examine the effect of different numbers of tasks and raters on score dependability. The findings from these qualitative and quantitative analyses provide empirical evidence into the validity and dependability of the test and inform the further refinement of the test tasks.
An investigation of spelling skills in Turkish: The Role of phonological encoding and rapid naming in the literacy skills of third and fourth graders
The present study investigated the role of phonological encoding (PE) skills and rapid automatized naming (RAN) in predicting reading and spelling achievement of Turkish-speaking children. It compared the underlying processes of spelling with those involved in reading with reference to developmental differences across grade levels and the transparent orthography of Turkish. Besides, it explored variations in the spelling errors found in the students' handwritings in word and text level spelling based on grade levels and task modality (copying vs. dictation). The participants were 77 students attending Grade 3 and Grade 4. A number of literacy tests were used to collect data, and the data were analyzed both quantitatively and qualitatively. Although the fourth graders had similar levels of PE skills with the third graders, they performed significantly better in RAN, word reading and word spelling tests. Regression results showed that RAN was a strong precursor of reading while PE was a significant predictor of spelling in Turkish. Still, RAN made significant contributions to spelling skills beyond PE at both grade levels. In addition, PE significantly contributed to the reading skills of the third graders while it did not account for significant amounts of variance in the reading skills of the fourth graders. As the grade level increased, the effect of phonological knowledge tended to decrease whereas automatization gained more importance in predicting reading and spelling performance. The results of the error analysis revealed some variations in the error patterns across modalities, but no striking differences were found across grade levels.
The effects of priming in the production of L2 morphology
Recent studies suggest that priming may be a useful method in facilitating second language (L2) learning, yet there has not been any investigation about how priming can trigger the development of morpho-syntactic forms in the L2. As such, this study was motivated by the need to investigate the effects of priming in the production of morphology, a domain which poses much difficulty for L2 learners. The study examines whether exposure to grammatical and ungrammatical morphological primes can affect the accurate production of the third person singular –s in L1 Turkish-L2 English learners. The study involved a pre-test-post-test design and data was based on oral production. Participants were asked to describe pictures shown on a computer screen subsequent to different prime sentences they hear from the researcher in the confederate-scripting paradigm. The grammatical primes consisted of English sentences with verbs marked with –s and the ungrammatical primes included sentences with an omitted –s. Participant's correct use of the target morpheme in their descriptions of the experimental items were then analyzed and compared to identify priming effects in the immediate and delayed post-tests. Results indicated an increase, for all groups, in the number of accurate use of –s from the pre-test to the post-tests; however, no significant difference was found among the groups in terms of accurate use of –s. These findings suggest that the interlanguage grammar of L2 learners cannot be altered on the basis of priming-a form of implicit learning, in the domain of inflectional morphology.
Program evaluation of an English language teacher education practicum: Insights from supervisors, student teachers, and graduates
This study aims to evaluate the practicum program offered at the Foreign Language Education Department (FLED) at an English-medium state university in Turkey to discover (1) the extent to which the Ministry of National Education (MoNE) English language teacher competencies were achieved, (2) its strengths and weaknesses, and (3) the reported needs and possible solutions. Participants of the study were university supervisors, student teachers, and program graduates. Data came from student teacher and program graduate surveys, focus group interviews with student teachers, and individual interviews with university supervisors. For MoNE competencies, the results pointed to an improvement for a better understanding and more use of assessment and evaluation in the classroom and use of activities appropriate for learners with special needs. Higher ratings were elicited for teaching practices and understanding oneself as a professional. Knowledge, skills, dispositions, field experiences and student teaching internship, and quality of instruction were found to be the strengths of the practicum experience in contrast to learner diversity and technology components of the teacher education program. Strengths of the program included experiences in classrooms at various grade levels, seminar discussions and peer feedback, good relationships with cooperating teachers, and involvement and guidance by university supervisors while suggestions pointed to an earlier or more practice or observation, different school contexts, cooperation with cooperating teachers, and improvement in assessment, observations, and technology use.
Decomposability and transparency: A corpus-based analysis of the use of phrasal verbs in ELF interactions
This study aims to investigate the decomposability and transparency nature of the uses of phrasal verb (PV) structures through two corpora representing two dichotomous ends of the speaker continuum, namely, native speakers in British National Corpus (BNC) and non-native speakers in Vienna Oxford International Corpus of English (VOICE). It examines the usage-based patterns of PVs through the natural uses of PVs in authentic oral communications of native and nonnative speakers, thereby providing explanatory adequacy to the phenomenon. To achieve this objective, a corpus-based analysis using the concordance programs BNCweb and AntConc 3.4.4 was conducted through BNC and VOICE to do a quantitative analysis on the frequency, decomposability and transparency characteristics of PVs. The findings point to both native and nonnative speakers demonstrating an interestingly similar use of PVs, displaying avoidance behavior in their PV use and a tendency to use one-word equivalent verbs instead of using PV correspondences. As for the decomposability nature, the analysis has pointed to a striking resemblance, namely the tendency to use PVs in their non-decomposable position and the avoidance of decomposable PVs in their natural decomposable position. Therefore, the current study has taken on a new significance by drawing attention to the existence of a similar processing system by two representative speakers of English, in their PV uses, evidenced by two spoken corpora, BNC and VOICE.
Second language processing of English past tense morphology
In the present study, highly proficient second language (L2) speakers' processing of English past tense morphology was investigated in order to understand whether their processing routes (i.e., decomposition, storage or a dual-route) were comparable with native (L1) speakers of English. To this end, two instruments were developed. In the masked priming task, the reaction times (RT) for regular and irregular verbs were measured. The prime-target pairs were presented in three prime conditions: i) Identity (save-SAVE; build-BUILD), (ii) Test (saved-SAVE; built-BUILD), and (iii) Unrelated (carry-SAVE; share-BUILD). In the sentence reading task, the same regular and irregular verbs used in the masked priming task were inserted in sentences and the participants' fixation durations for each verb type were compared. The study also sought to explore whether working memory (WM) has any relationship with L2 morphological processing. In addition to these, two WM measures, Automated Reading Span (ARSPAN) and Automated Operation Span (AOSPAN) tasks were adopted in order to discern whether WM correlates with the RTs in the masked priming task and fixation durations in the eye tracking task. The L2 speakers also received a Turkish version of the ARSPAN so that any confounding effects of language on WM performance could be ruled out. The findings of the masked priming task showed that L2 speakers had slower RTs than native speakers. In addition, the regular verbs were responded to slower than irregular verbs in both groups. Further analyses revealed a partial priming pattern across the conditions for regular verbs (identityRT < testRT < unrelatedRT), which is interpreted as reduced decomposition and full priming pattern for the irregular verbs (identityRT = testRT < unrelatedRT), which is interpreted as decomposition, in both groups. In the eye tracking task, major significant differences were not found between the participant groups and verb types in terms of early (first-fixation duration, gaze duration) and late (second fixation duration, total fixation duration) processing measures. Regular and irregular verbs yielded significantly different fixation durations only in the native speaker group with regard to gaze duration, with slower durations for regular verbs. The correlation analyses did not point to any relationship between WM and masked priming and eye tracking results in either group. The extreme-groups analysis, whereby high and low WM subgroups in each participant group were compared, also did not result in significant between-group differences in terms of morphological processing. Comparable processing patterns in native and nonnative groups obtained in the present study oppose to earlier views that L2 learners are less sensitive to the morphological structure of the target language compared to native speakers. It seems that high proficiency L2 English speakers can employ the decomposition route in accessing inflected forms in the L2 similar to native speakers. Thus, our findings suggest that real-time processing of morphologically complex words can ultimately be native-like for adult L2 learners. Despite the lack of qualitative differences in processing, quantitative differences were found in the form of slower RTs in the L2 English group. These differences could not be accounted for by differences in WM.
Task orientation and vocabulary knowledge types: how do they relate to collocational knowledge?
This study aims to investigate the effects of task orientation (input vs. output orientation) on the acquisition of productive collocational knowledge and explore the differences among the gains in different measures of passive and active recall of collocations. It also aims to identify learner opinions regarding the input-oriented and output-oriented teaching tasks, output-oriented assessment tasks and the learning of collocations. The experimental group (P-group, N = 22) studied collocations through output-oriented tasks (non-cued inference-making and translation, sentence-construction and non-cued gap-filling). The control group (R-group, N = 22) studied collocations through input-oriented tasks (cued inference-making and translation, sentence-half matching and cued gap-filling). An immediate post-test consisting of output-oriented assessment tasks measuring participants' gains in productive collocational knowledge -as implied by task orientation- or passive and active recall of collocations -as implied by Laufer et al.'s (2004) typology- was administered to both groups. The quantitative data were analyzed via an independent samples t-test to investigate the effects of task orientation on productive collocational knowledge and via a one-way repeated measures ANOVA to explore the differences among the gains in passive and active recall of collocations within the R-group and the P-group. The t-test results demonstrated that the groups did not statistically significantly differ in their productive collocational knowledge. However, the ANOVA results revealed statistically significant differences among the gains in passive and active recall of collocations after the treatment within both the R-group and the P-group.
Metacognitive awareness of listening strategies in L2 English and L3 Italian
Transfer of language skills across languages has been an essential question in the field of bilingualism. Theoretical approaches to this issue proposed assumptions on metacognitive awareness defined as learners' own introspective consciousness on their learning processes. Second language (L2) research on language skills has investigated transfer issue especially in reading skills; however, there is limited research on the transfer of language skills in third language (L3) learning and listening skills and strategies. To address this gap, the current study examined the role of metacognitive awareness in listening strategies in an L2 English L3 Italian context with university students in Turkey. The study explored learners' metacognitive awareness of listening strategies in their more proficient L2 compared to their less proficient L3, and whether L2 and L3 metacognitive level correlated with L3 listening comprehension. To this end, a questionnaire of metacognitive awareness of listening strategies in L2 and L3, and a listening comprehension test in L3 were implemented. Results indicated higher levels of metacognitive awareness in certain strategies depending on the language, pointing to the role of proficiency in the use of listening strategies. In addition, metacognitive awareness of listening strategies in L2 and L3 were significantly correlated, suggesting possible transfer of skills across languages. Finally, the results yielded a direct relationship between L3 proficiency and L3 listening comprehension while L2 proficiency was not related to L3 listening comprehension.
An odyssey of discovery: Critical literacy in an English preparatory class
This thesis explores the experiences of two English language teachers and eighteen students through Critical Literacy (CL) in a class at a School of Foreign Languages in Turkey. CL focuses on social change through education. In the context of English language teaching (ELT), it pursues personal and social transformation through foreign language education. CL in ELT is an under-investigated subject in the relevant literature, which makes this thesis a significant case, especially in Turkey. The findings provide implications for both CL and ELT practices and research. This research is an interpretative qualitative study which consists of an in-depth data collection from multiple sources of information, including questionnaires, field notes, observations, documents and interviews. Thematic data analysis is employed. The themes that emerged from the analysis are how teachers implemented CL in their English classrooms; what the potential and contribution of CL to English language teaching and learning is; and finally what kind of social transformations and awarenesses occurred during the implementation of CL in ELT. The pedagogical contributions of the study are manifold. When these teachers followed CL in their teaching practice, they ensured that students' experiences were valued and they sought to negotiate, redefine and co-construct knowledge with their students. Language learning was enhanced because students were given the chance to analyze broader social issues that are relevant to their lives and to wider contexts. The students and the teachers became aware of how dominant ideologies position them via the textbooks and how issues are normalized through the voice of the author, visuals and texts. Students encountered multiple realities and observed their own dilemmas and challenges and they were involved in their ideas, projects and studies in a broader and deeper level with multiple perspectives.
The role of Professional Development Communities (PDCS) on EFL teachers' professional career: PDC facilitators' perspectives
The dynamic nature of language underscores the growing necessity for English as Foreign Language (EFL) teachers to engage in continuous professional development (CPD). In this regard, PDCs emerge as an innovative approach that provides EFL teachers with various opportunities to improve them professionally, personally, and intellectually. Hence, this study aims to explore the role of PDCs on EFL teachers' professional development from the perspectives of PDC facilitators. In line with the purpose of this study, a qualitative design was implemented to obtain deep and critical insights into the facilitators' experiences. Accordingly, through the use of purposeful sampling, 15 volunteer facilitators who had actively conducted PDC sessions a minimum of five times and represented all geographical regions of Türkiye were selected for the study. Data were gathered through semi-structured interviews and were analysed through thematic analysis method. The findings of this research revealed that PDCs offered significant contributions to the facilitators' personal and professional development through offering innovative teaching methods and strategies and promoting collaboration among them. This study also showed that facilitators updated their own teaching practices that led to enhance their students' learning outcomes and produced shared solutions to common problems regarding language teaching process. It was also found that PDCs fostered the facilitators' language skills in the target language. This, in turn, reinforced their sense of professional identity and self-confidence. Additionally, the results showed that PDCs played a pivotal role in maintaining the facilitators' professional development and in decreasing the sense of professional burnout. This study, however, revealed that both during the implementation process of PDCs and among the long-term effects of PDCs on the facilitators' teaching practices, there were some challenges including curriculum-related factors, school conditions and the administrations' lack of understanding of PDCs. Despite these challenges, this research concludes that PDCs support the facilitators' development both professionally and individually; promote skills such as collaboration, reflective thinking, and active use of English and offer innovative and updated teaching methods. This study may offer valuable insights for both practitioners and policymakers regarding CPD programs that support EFL teachers in improving their professional competencies and effectively fostering their students' academic progress.
A comparative study of compulsory and optional English preparatory programs: Different stakeholders' perspectives
English language teaching is a key component of higher education due to the significance of English proficiency in academic and professional life. Hence, English preparatory programs in higher education institutions play a vital role in equipping students with the necessary English language proficiency to meet their academic and professional goals. By offering intensive language instruction, preparatory programs help bridge the gap between students‟ prior language knowledge and the rigorous demands of higher education courses. Considering their significant role in language education, it is essential to evaluate the implementation of preparatory programs at universities, which are offered in two formats: optional and compulsory. In this regard, the present study aimed to compare the perceived effectiveness of compulsory and optional English preparatory programs at a state university in Türkiye and to determine whether its optional or compulsory nature has a perceived impact on the quality of education. In accordance with the aim of the study, a qualitative research design was employed to gain an in-depth understanding of both students' and instructors' experiences and perspectives. Accordingly, an open-ended questionnaire was administered to 129 students enrolled in optional preparatory program and 38 students enrolled in compulsory preparatory program, and semi-structured interviews were conducted with 6 instructors teaching in both preparatory programs. This method allowed the participants to freely express their views and share their unique insights, which provided rich and detailed data for analysis. The data of the research were examined using content analysis method. The findings of the study revealed that the majority of students in both optional and compulsory preparatory programs were highly pleased with the education offered in the program although they identified some deficiencies regarding the curriculum, including a lack of speaking practice and fieldspecific course. Moreover, nearly half of the students in optional preparatory program were content with the optional nature of the program while all the students in compulsory preparatory program made positive remarks about its compulsory nature. In terms of the instructors‟ views, the results showed that optional preparatory program partially achieved its objectives due to the lack of interest among the students although compulsory preparatory program largely accomplished its objectives thanks to the students‟ high level of eagerness. It was also revealed that optional nature of the program had a negative impact on the quality of education while compulsory nature of the program positively affected the quality according to the instructors. The findings of the study can provide valuable insights for practitioners and policy makers, contributing
Exploring the approaches of English teachers in Turkey towards reading strategies and vocabulary teaching: Perceptions and practices
The present study aimed to explore Turkish EFL teachers' perceptions and practices regarding reading strategies. For this exploration, four data collection tools were employed. These can be listed as focus group interviews, individual interviews, observations, and material analysis. A total of 31 in-service EFL teachers participated in the study, all of whom were working at secondary and high schools. The results revealed that strategy use is often limited to pre-reading and is not systematic. In addition, it was also noted that teachers had low student motivation and time constraints, and the materials were not suitable for the students' interests and levels. Nevertheless, it was found that teachers made efforts to overcome these difficulties through their own efforts. This study offers practical implications for teacher training, material design, and curriculum alignment in EFL contexts.
The impact of using ChatGPT as an extramural tool on university students' academic writing achievement
Artificial intelligence-based language models have become increasingly used tools in foreign language teaching and have transformed teaching processes. In this context, ChatGPT, one of the most widely used models, creates remarkable opportunities by offering various supports to students in developing academic writing skills. This study, which has a quasi-experimental design, aimed to examine the effect of ChatGPT on the writing skills of students studying in an English Language Teaching program at a higher education institution in Türkiye. In the study, 44 students enrolled in the ELT program were selected by convenience sampling and divided into experimental and control groups. Before the intervention, both groups were given writing assignments within the scope of the curriculum and the writings obtained were evaluated as pre-test data. The experimental group was given one-hour training on how to use ChatGPT effectively and consciously in academic writing lessons and had a short practice. For the next seven weeks, students were encouraged to use ChatGPT effectively. The control group did not receive any intervention. At the end of the process, writing samples were collected again from both groups and post-test data were obtained. The evaluations made by three independent evaluators were analyzed with SPSS. According to the results of the analysis, the subcomponents of main idea, content, organization, style and grammatical accuracy were examined; a statistically significant improvement was found only in the "main idea" dimension. Small and moderate improvements were observed in the other components. This suggests that ChatGPT can be an effective supporting tool in academic writing courses in the long run.
Web 2.0 tools in English language teaching: Benefits and challenges from theperspectives of Turkish EFL teachers participating in eTwinning projects
Web 2.0 tools have turned into the most widely used technology resource in English language teaching as they provide a multitude of opportunities. By creating an authentic, interactive, and collaborative educational environment, Web 2.0 tools enable students to be more participatory in learning. With the help of these tools, students also improve their four language skills: writing, reading, speaking, and listening. Despite the mentioned advantages of Web 2.0 tools, it is essential to consider and address any challenges. These challenges are considered to stem from institutions, technological issues, access to the internet, lack of time, curriculum, and the teachers themselves. Since eTwinning projects encourage participants to use Web 2.0 tools, this study aims to investigate what kind of benefits and challenges Turkish EFL teachers participating in eTwinning projects experience when using Web 2.0 tools in English language teaching. In this study, based on a qualitative research design, data were collected through individual semi-structured interviews with 20 Turkish EFL teachers working in different school levels in Aksaray, and these interviews were followed by observations with two volunteer English teachers. To analyze the qualitative data, content analysis was used. The findings show that the participants were familiar with Web 2.0 tools and used a variety of Web 2.0 tools for different educational purposes. It was found that the use of Web 2.0 tools in the participants' lessons contributed to students' four language skills, communication and collaboration skills, pronunciation, vocabulary knowledge, motivation, and engagement. Despite these benefits, it was also revealed that the participants faced many external rather than internal challenges, such as a lack of technical infrastructure, poor internet connection, crowded classrooms, curriculum, lack of time, and students' lack of Web 2.0 skills, and many suggestions were offered by participants to overcome these challenges. In this context, the results of the study are presented, and recommendations are given based on the findings.
The role of strategy training and individual learner differences on L2 reading comprehension and strategy use
The present quasi-experimental study investigates if explicit reading strategy instruction improves the L2 reading comprehension skill and strategy use of participants in EFL context. It also explores the effect of individual learner differences on L2 reading comprehension. The participants were 46 EFL university students. Three intact classes were randomly assigned to two experimental (28) and one control group (18). Four-hour explicit reading strategy instruction was given to the experimental group over 2 weeks integrated into their English classes. The instruction was based on CALLA (Chamot & O'Malley, 1994). The participants completed English reading comprehension tests, Survey of Reading Strategies-SORS (Mokhtari & Sheorey, 2002) and Foreign Language Reading Motivation Questionnaire (Mori, 2002). Lastly, I conducted semi-structured interviews to explore the views of participants about the effectiveness of strategy instruction. To analyze the data Mixed design ANOVA and multiple regression analyses were conducted. Mixed design ANOVA results demonstrated that no significant difference was found in reading comprehension and strategy use between the experimental group and control group upon the instruction, indicating that the instruction did not contribute significantly to the improvement of students' L2 reading comprehension. Regression analysis indicated that individual learner differences were not significant predictors of English reading comprehension. Interviews demonstrated that students in the experimental group held positive attitudes toward the strategy instruction.
University instructors' and students' perspectives on multilingual questioning practices in an EMI setting
The rise of English-medium Instruction (EMI) has been evident in many countries, including Türkiye. This study investigates classroom interaction in an EMI foundation university in Istanbul, Türkiye. The data gathered from classroom observations (i.e., in electrics electronics and computer engineering courses), stimulated recall (SR) sessions with the content instructors, and semi-structured interviews with the undergraduate students revealed how the interaction unfolds in a multilingual EMI classroom setting in higher education (HE). The classroom data was transcribed using Conversation Analysis (CA), focusing on multimodality (Jefforsan, 2004; Mondada, 2018). The SR sessions and semi-structured interviews were transcribed and coded employing Strauss and Corbin's (1990, p. 61) coding scheme in MAXQDA (MAX Qualitative Data Analysis). The relationship among the question types of three categories, namely, form (i.e., closed and open-ended), content (i.e., facts, reason-explanation, opinion), and purpose (i.e., referential, display, rhetorical), was presented with visual and statistical data. The findings revealed differences between the questioning practices of lecturers whose first languages differed. Both lecturers displayed translanguaging practices during classroom observations to achieve meaning-making and create content knowledge with help of instructional strategies. Student-initiated questions and undergraduate students' insights about the EMI setting (i.e., reasons for favoring or not favoring) were also analyzed. The study's findings provide implications for a greater grasp of face-to-face EMI classroom interaction with a particular focus on translanguaging and questioning practices of instructors and undergraduate engineering students. Keywords: classroom interaction, english medium instruction, multimodal conversation analysis, questioning practices, translanguaging
Predictors of reading comprehension in Turkish:Evidence from 4th and 5th graders
This present study investigated the relationship between linguistic and cognitive skills, such as text reading fluency (TRF), vocabulary knowledge (VK), morphological awareness (MA), rapid automatized naming (RAN), processing speed (PS), and memory capacity (ME), and reading comprehension skills in 4th and 5th grade native Turkish-speaking students. A total of 42 fourth-grade and 52 fifth-grade students participated in the study, and the relevant linguistic and cognitive skills were measured using various tests. The data were analyzed using Pearson correlation and multiple linear regression analyses. According to the correlation analysis, a statistically significant relationship was found between reading comprehension skills and all linguistic and cognitive skills in fourth-grade students. In fifth-grade students, a significant relationship was observed between reading comprehension skills and all variables except for rapid automatized naming (RAN) and processing speed (PS). The results of the multiple linear regression analysis showed that morphological awareness (MA) and text reading fluency (TRF) were significant predictors of reading comprehension skills for fourth-grade students. For fifth-grade students, morphological awareness (MA) and vocabulary knowledge (VK) were identified as significant predictors of reading comprehension skills. These findings highlight the importance of morphological awareness in Turkish reading comprehension.
Çokdillilik ve kimlik müzakeresi:İstanbul'daki Genç Suriyeli Kadınlar
This study examines how multilingual Syrian migrant women construct and negotiate identities through their use of Arabic, Turkish, and English as socially and ideologically charged resources. Adopting a linguistic-ethnographic approach, it draws on participant observation, semi-structured interviews, and audio-recordings of spontaneous interactions with three university-educated, young Syrian women residing in Istanbul. Combining fine-grained linguistic analysis with a scalar framework, the research explores identity negotiations across sociohistorical, ontogenetic, meso-level, and microgenetic timescales. The analysis demonstrates how participants mobilize their multilingual repertoires not only for communication but also as indexical means of positioning themselves within shifting structures of belonging, legitimacy, and power. Findings reveal a pervasive ambivalence: Turkish represents both opportunity and exclusion, Arabic serves as a source of intimacy yet a marker of stigma, and English carries symbolic prestige despite its limited local utility. These negotiations are further shaped by intersecting factors such as gender, class, migration status, educational background, and dominant language ideologies. By situating participants' discursive linguistic and identity practices within broader sociopolitical and historical contexts, this study shows how multilingualism functions simultaneously as a resource for agency and a site of constraint in a monolingually oriented nation-state. In so doing, it contributes to critical sociolinguistic research on multilingualism and identity in migratory contexts.
Role of personalization talks supported with Web 2.0 tools on vocabulary retention and students' attitudes towards using Web 2.0 tools
This thesisstudy explored the effects of using Web 2.0 tools to conduct personalization talks on students' vocabulary retention and the learners' attitudes towards practicing vocabulary via Web 2.0 tools. Forty-four 3rd -grade private school students, equally divided into experimental and control groups, participated by taking pre-and postvocabulary achievement tests (VAT) before and after the treatment. While the experimental group used Web 2.0 tools to conduct personalization talk sessions, none of any Web-based tools was used in the control group. Two weeks following the last treatment, both groups took a delayed post-VAT to analyze the vocabulary retention. Also, before and after the treatment, the attitude questionnaire towards CAL/CALL was given to the experimental group to see the students' perspectives towards using Web 2.0 tools while learning. The results of pre-, post-, and delayed VATs of both groups indicated that utilizing personalization talks with Web 2.0 tools had a significant effect on vocabulary learning and retention. On the other hand, the attitude questionnaire results showed that although a significant difference was observed in terms of teacher influence on students to use CALL, and the students' openness and willingness to use CAL; no statistically significant difference was shown in their attitudes towards the integration of CALL into the language learning process. Keywords: Vocabulary Learning, Retention, Personalization Talks, CAVL, Web 2.0 Tools.
Exploring K-12 level Turkish EFL teachers' well-being before, amidst, and post COVID-19
Investigating EFL teachers' well-being from the lens of Positive Psychology (PP) has been a recent take in the literature. However, EFL teachers' post-COVID-19 well-being continues to be an unreviewed area. In the study, the effects of institutional PD support and resilience on 302 K-12 level Turkish EFL teachers' well-being were examined quantitatively with survey design technique. As part of the online questionnaire, the PERMA Profiler was used to measure participant EFL teachers' pre-, during, and post-COVID-19 well-being levels with repeated measures. The questionnaire also included scales that measured perceived institutional PD support provided for EFL teachers, teacher resilience, and certain demographic factors. The relationships between the internal latent variable of well-being and the external latent variables were examined by Partial Least Squares Structural Equation Modeling (PLS-SEM). Composite reliability and AVE values were calculated for the internal consistency of the scales, and the Fornell-Larcker criterion and HTMT statistics were used to enable discriminant validity. The findings of the study indicated a significant relationship between institutional PD support and well-being through resilience Although resilience significantly correlated with well-being at all times, institutional PD support only correlated with well-being in the post-COVID-19 period. Relationship was the only well-being sub-pillar that failed to correlate with institutional PD support after COVID-19. Participants were reported to be experiencing the lingering effects of the pandemic on their well-beings. Lastly, mid-career seniority and not catching COVID-19 as demographic factors significantly correlated with higher well-being levels in EFL teachers.
Evaluation of pre-service english teachers' attitudes towards static e-learning and interactive e-learning
The aim of this study is to examine the static e-learning and interactive e-learning attitudes of pre-service English language teachers in the context of authoring tools. In addition to this, it was also focused on whether the system durations and achievement scores of pre-service English language teachers distinguish. The research was carried out with undergraduate students at a foundation university in Istanbul. In order to answer the research questions, a mixed-method design was applied. In the study, two scales, achievement tests, system logs, answers to open-ended questions, reflective essays and the researcher's diary were preferred as data collection tools. Collected data were analyzed with appropriate qualitative and quantitative data analysis tools. The findings revealed that pre-service English language teachers' interactive e-learning attitudes were higher, and there was a significant difference between their interactive e-learning attitudes pre- and post-test results. In addition, it was concluded that there are statistically significant differences between the system durations and success scores of the static e-learning and interactive e-learning groups. It is assumed that there is no correlation between technology profiles and e-learning attitudes of pre-service English language teachers. Finally, the findings of the qualitative data suggest the assumption that interactive e-learning encountered more positive perceptions from the participants. This study gives an idea about the practical applications for the use of authoring tools in pre-service teacher training.
L2 English teachers' changing practices of social and emotional learning: The impact of an inset program
Social and Emotional Learning (SEL) is the process of obtaining and effectively applying the knowledge, attitudes, and abilities necessary to recognize emotional triggers and manage emotions, set and achieve goals, empathize with others from diverse backgrounds and cultures, establish and maintain healthy relationships, and make constructive choices. In Turkey, although there are pioneering studies about the effect of SEL on students, to our best knowledge, there is no research carried out so far to examine L2 English teachers' conceptualization and implementation of SEL. During the pandemic, concerning the necessary competencies to overcome the changing conditions in education, an Inset program on SEL was designed for teachers. Two pilot studies were conducted to explore the effects of the Inset program on twenty teachers, in an organization affiliated to the Ministry of Education in April 2020 and October 2021, Istanbul, Turkey. In line with the data and the findings of those two pilot studies, this qualitative study was designed to probe how L2 English teachers at high school level conceptualize SEL before and after the training and incorporate it into their teaching after a six-week Inset program on SEL. Seven volunteer high school teachers participated in six workshops lasting three hours each week. The data was obtained through semi-structured in-depth interviews, observations, and lesson plans, and analysed both deductively and inductively. The initial categories emerged in the inductive process were checked, confirmed, and reshaped by further reference to the literature in the deductive process. The findings revealed that training sessions noticeably changed teachers' conceptualization of SEL, their classroom practices and developed their self-awareness, self-management, and relationship skills.
An investigation of teacher attitudes towards e-learning: A survey study
This study aimed to investigate how university instructors perceive the challenges and benefits of e-learning, their attitudes towards using computer systems for e-learning, and their leisure interests regarding computer use. A total of 206 in-service university instructors who taught fully online classes for English as a Foreign Language (EFL) participated in the study, which utilized a mixed-method research design. Quantitative data was collected using an attitude scale, and qualitative data were collected from semi-structured interviews with instructors. The data were analyzed using SPSS and content analysis. Significant gender-based differences were found in the instructors' attitudes towards challenges, benefits, using computers for e-learning, and leisure interests in e-learning (p<.05). Additionally, there was a significant difference between instructors with 3-10 years of experience and those with 10 or more years of experience in their leisure interests in e-learning innovations and the use of computers (p<.05). The study provides insights and suggestions regarding the importance of professional development programs and access to necessary equipment and facilities for the effective utilization of e-learning for English language learning.
The relationship among foreign language classroom anxiety, willingness to communicate and personality traits of EFL learners
This study aims to investigate the potential correlation between the Big Five personality traits, anxiety in a foreign language classroom, and willingness to communicate among EFL students enrolled in a preparatory program at a foundation university in Turkey. A total of 348 EFL learners completed the Willingness to Communicate (WTC) Scale, the Foreign Language Classroom Anxiety (FLCA) Scale, and the Quick Big Five Personality (QBFP) Test. Quantitative analyses revealed that the students exhibited a moderate level of willingness to communicate and anxiety, with agreeableness being the dominant personality trait among the learners. The results indicated a moderate negative correlation between foreign language classroom anxiety and willingness to communicate levels. Additionally, significant correlations were found between specific personality traits and anxiety as well as willingness to communicate. Furthermore, learners' gender and previous negative experiences in the foreign language classroom had a significant impact on their FLCA and WTC levels. Based on these findings, the study provides recommendations and pedagogical implications for teachers, administrators, and future research to enhance English language instruction.
EFL instructors' behavioural intentions and perceptions regarding the use of gamification tools
This study aims to investigate the factors affecting EFL instructors' behavioural intention to use gamification tools, and their perceptions about using gamification tools in their classroom practices in an English Preparatory Program at tertiary level. The study was conducted with 75 EFL instructors working at the English Preparatory Program in a foundation university in Istanbul, Turkey. The study examined the effects of demographic factors such as age, and factors of Technology Acceptance Framework (TAM) on instructors' behavioural intentions to use gamification tools. In this mixed methods study, both quantitative and qualitative data were collected to ensure the reliability of the study. Quantitative data were collected through TAM questionnaire and qualitative data were collected through e-mail interviews with 11 instructors who had participated in the survey. The findings of the study demonstrated that instructors have high levels of behavioural intention to use gamification tools in their lessons. Factors such as perceived usefulness and attitude had a significant positive correlation with behavioural intention, and these two factors affected behavioural intention significantly. On the other hand, although factors such as, perceived self-efficacy, perceived enjoyment and perceived ease of use had a positive correlation with behavioural intention, they did not have a significant direct or indirect effect on behavioural intention. The findings demonstrated that instructors had positive perceptions about gamification tools; however, they experienced some challenges that are needed to be addressed. Finally, pedagogical implications and suggestions were provided for further studies that aim to improve the effectiveness of gamification in educational settings.
Drama plays with words, words create worlds: The effects of drama-based language instruction on prep school students' self-efficacy and language learning curiosity
This study aimed to investigate the impact of drama activities on the self-efficacy and language learning curiosity of English Language preparatory (prep) school students at a state university in Istanbul, Turkey. Furthermore, the study explored the perspectives of language learners and the instructor on drama-based implementations. The participants were 50 prep school students and 2 language instructors. Two classes participated in the study: the experimental group (n = 25) who received drama-based instruction, and the control group (n = 25) who continued with the non-drama-based instruction. The classes were selected based on the convenience sampling method. To meet the goals of this mixed-method study employing a quasi-experimental research design, the quantitative data were gathered from pre- and post- General Self-Efficacy Scale (GSE) and pre- and post- Language Learning Curiosity Scale (LLCS) while the qualitative data were obtained from semi-structured student interviews and teachers' reflective journals. The statistical analysis of pre- and post- tests' scores revealed that the integration of drama activities significantly improved the self-efficacy and language learning curiosity of prep school students. Similarly, the qualitative findings indicated that language learners found drama-based language instruction as entertaining, encouraging, improving, long-lasting, awareness-raising, and socializing. There was an increase in students' class participation, an enhancement in their creativity and imagination, a boost in their collaboration, a raise in their interest in the target language and its culture, and an improvement in their speaking and communication skills.